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Epistemic Violence In The Process Of Othering: Real-World Applications And Moving Forward, Allie J. Bunch
Epistemic Violence In The Process Of Othering: Real-World Applications And Moving Forward, Allie J. Bunch
Scholarly Undergraduate Research Journal at Clark (SURJ)
From the work of Pierre Bourdieu on symbolic violence came the study of epistemic violence, which is at the core of the process of othering marginalized groups. Epistemological scholars including Kristie Dotson, Miranda Fricker, Cynthia Townley, and Gayatri Spivak have done extensive work on the theory of the phenomenon; it is necessary to analyze the classifications of epistemic violence through their application in empirical settings. Addressing three case studies of “othering” highlights the importance of greater integration of marginalized groups into the education system as the necessary first step towards eliminating othering by targeting epistemic violence at a base level.
الاستقلالية والرأسمال الرمزي ضمن حركة اجتماعية أكاديمية : مجموعة 9 مارس في مصر, Benjamin Geer
الاستقلالية والرأسمال الرمزي ضمن حركة اجتماعية أكاديمية : مجموعة 9 مارس في مصر, Benjamin Geer
Benjamin Geer
مجموعة 9 مارس من أجل استقلال الجامعات (حركة 9 مارس) هي مجموعة من الأكاديميين المصريين الذين خاضوا طوال العشرية الأخيرة، حملات لرفع درجة الاستقلالية المؤسسية للجامعة والحرية الأكاديمية في الجامعات العمومية المصرية. يستكشف هذا المقال أجوبة ممكنة عن ثلاثة أسئلة حول 9 مارس: أولا، ما الذي يفسر توجه الأعضاء المؤسسين نحو تكوين مثل هذه المجموعة على اعتبار ما بدا على أساتذة الجامعة في مصر من قلة الاهتمام بأي نوع من النشاط الحركي وقلة سوابق حركة اجتماعية مركزة على هذه القضية؟ ثانيا، كيف تمكنت المجموعة من البقاء طوال تلك المدة التي ظلت فيها قائمة في سياق سياسي تسلطي، بل ومن خوض …
Secondary School Students' Technology Practices In Their Everyday Lives And At School, Karley Alice Beckman
Secondary School Students' Technology Practices In Their Everyday Lives And At School, Karley Alice Beckman
University of Wollongong Thesis Collection 1954-2016
Schools have a role to play in preparing students for their digital futures, but need to do more to cater for all students. Despite significant government investment and increased prominence in educational curriculums worldwide, there is a lack of conclusive evidence to demonstrate that technology has had a significant impact on student learning. Despite its use in schools, research suggests that disparities in the technology practices, skills and knowledge of school students still exists. In fact, there is much that is not fully understood about students’ experiences with technologies, specifically how and why they use technologies in particular contexts. In …